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Notes
1. Analyses, including in CEM models, were run with and without a variable reflecting home language as reported by parents. The variable did not change pattern of results. The more parsimonious model is, therefore, reported.
2. Analyses were run with and without a variable reflecting English proficiency at kindergarten entry. Results did not differ between models. Therefore, the more parsimonious model is reported.
3. Latent variable analyses was attempted, but the model did not converge.
4. Analyses were run with and without a variable reflecting English proficiency at kindergarten entry. Results did not differ between models. Therefore, the more parsimonious model is reported.
Additional information
Funding
This work was supported by a postdoctoral/predoctoral fellowship provided by the National Institute of Child Health and Human Development (T32-HD07376) through the Center for Developmental Science, University of North Carolina at Chapel Hill, and by a subaward of IES R305A150492 to Alena G. Esposito.